Year 3 – Summer


  • North America: Children will…

    Locational Knowledge

    • Using maps, atlases and digital, locate North America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities, including states of USA
    • Identify the position of and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Artic and Antarctic Circle , the Prime/Greenwich Meridian and time zones ( including day and night)

    Place Knowledge

    • Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within North America  (The two Scarboroughs)

    Human and Physical Geography

    Describe and understand the key aspects of:

    • Physical geography, climate zones, biomes and vegetation belts, rivers, mountains, and the water cycle
    • Human geography, including types of settlement and land use, economic activity including trade links,  and the distribution of natural resources including energy, food ,minerals  and water

    Geographical Skills and Fieldwork

    • Use maps, atlases, globes and digital computer mapping to locate countries and describe features studied

Art and Design

  • North American Art Styles/Artists: Children will…


    • Develop intricate patterns/ marks with a variety of media

    • Demonstrate experience in different grades of pencil and other implements to draw different forms and shapes
    • Use a sketchbook to record media explorations and experimentations as well as planning and collecting source material for future works

    • Begin to show an awareness of objects having a third dimension and perspective
    • Create textures and patterns with a wide rage of drawing implements.

    • Continue to explore the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

    • Discuss own and others work, expressing thoughts and feelings, and using knowledge and understanding of artists and techniques


Video Magic: Children will…

  • Plan a character to be used in a stop frame animation video, which makes simple movements and says messages
  • Film a short video using ‘I can animate’
  • Discuss how only small movements should be made each time
  • Import the stop frame animation into Imovie
  • Add music to my video
  • Embed the video in our class blog


Vive Le Sport: Children will…

  • Speak clearly and confidently
  • Make links between sounds and read aloud familiar words
  • Perform communicative tasks using single words, phrases and short sentences
  • Listen attentively and use physical response to show understanding
  • Write sentences from a model

La Mateo: Children will…

  • Listen attentively and understand instructions, using physical response to show understanding
  • Experiment with the writing of short words
  • Read aloud familiar words
  • Know some facts about France
  • Perform finger rhymes and sing songs


Does a Beautiful World Mean a Beautiful God?  Children will…

  • Explore the meanings of creation stories of the Bible
  • Look at Jewish and Christian stories and see how they are shared with other faiths including Islam
  • Use a variety of literacy skills to develop their understanding of the ways these stories guide and inspire believers
  • Consider questions such as “where do we come from? Why are we here? Does a beautiful world suggest a creator God? 

How do people express their spiritual ideas through the arts?

  • Explore what spiritual means
  • Find out how Christians express their ideas about God through Music.
  • How Christians use objects to help them concentrate on God
  • How colours are used to help us express feelings
  • How banners, triptychs and Stained glass windows help Christians to worship
  • How mystery plays teach us about God, people and human nature


Me & My Relationships: Children will…

  • Identify different types of relationships and show ways to maintain positive and healthy relationships
  • Understand that relationships may change over time
  • Be able to judge what kind of physical contact is acceptable or unacceptable
  • Know how other families are similar or different to mine
  • Understand that it’s ok to be different to others
  • Describe the nature and consequences of bullying and express some ways of responding to it
  • Empathise with other people and situations through topical issues, problems and events
  • Listen to and show respect for the views of others
  • Know the importance of valuing myself
  • Recognise and challenge stereotypes
  • Know about change and loss including separation, divorce and bereavement

Moving On: Children will…

  • Identify positive achievements during my time in Year 3
  • Explain what I am worried about and what I am looking forward to in Year 4
  • Know what to expect when I start in Year 4
  • Sometimes understand why other people are behaving as they are when they are finding change difficult




Plants: Children will…

  • Identify and describe the functions of different parts of plants (roots, stem, trunk, leaves and flowers)
  • Talk about what a plant needs to live and to grow, and how this can vary between different plant types
  • Carry out research about the different types of plants and what they need Investigate how water is transported within plants
  • Look at how flowers play a part in the lifecycle of a plant (pollination, seed formation, dispersal)


Light & Shadows: Children will…

  • Know that shadows are formed when light from a light source is blocked by a solid object
  • Find patterns in the way that the size of a shadow can change
  • Know that light is reflected from other surfaces
  • Know that light is needed to see and that darkness is the absence of light
  • Know that the sun can be dangerous and how to protect their eyes